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Chapter 1
Introduction
This research project is a secondary education interdisciplinary curriculum plan,
which
entails five unit plans, Know-Understand-Do (KUD) charts, and curriculum maps
with essential questions, standards, and key concepts. The entire curriculum plan is based
on a Science, Technology, Engineering, Arts, and Math (STEAM) framework and each
unit combines art or
design with a Science, Technology, Engineering, and Math (STEM)
discipline. Included in this chapter introduction is an illustration of the researcher’s
passion for art and education as a result of her Christian faith. There are a variety of
published journal articles that discuss the new buzzword in education, “STEAM”, and
what it looks like in practice. Publications are used to describe the purpose and function
of STEAM education as well as the reason that this topic is in need of further research
and resources. Additionally, the methods in which data and research were gathered are
outlined and the limitations to the research are described.
My Narrative
I chose to formulate a STEAM curriculum plan because I believe that the arts
deserve a voice amongst the designated core courses and that they should be viewed as an
equivalent instead of supplemental to STEM courses. The concept of STEAM education
appeals to me because it validates the arts in addition to fostering innovative, critical
thinking skills in students. Our students need to be better prepared for their futures and
for careers that demand problem-solving skills. In the real world, content matter is not
divided
into solitary boxes, but rather it is intertwined and real-life problems require
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multiple skillsets. The arts offer more than an outlet for personal expression; they provide
“Reasoning ability, intuition, perception, imagination, inventiveness,
creativity, problem-
solving skills…” (Ruppert, 2006, p.13). Including the arts with STEM subjects in a
meaningful manner will provide our students with a well-rounded education and equip
them with the skillsets needed to solve complex problems. Art and design can be seen
throughout our daily lives in media, architecture,
literature, fashion, music, and
marketing; it is arts education that allows these careers to flourish.
The functions of art are multifaceted due to its many different influences from
society and religion. I am both an artist and a Christian; my journey of practicing both of
these roles has forced me to ponder how these two aspects of my life can intertwine and
function together for a greater purpose. Art and design have been a large part of my life
since childhood as I have always had an innate desire to work with my hands, create, and
render my thoughts and inspirations via artistic outlets. This passion
and gift has been
given to me in order to use it for God’s greater purpose. William Dyrness writes about
how our passions and desires forge our identities in our everyday lives and can function
as a devotion to God, leading us to His presence (2011, p. 5). I am motivated to use my
gift as a means to honor and glorify God and illuminate His love and beauty to others.
Creating art is not only a service between us and God or us and our society, but also a
means of connecting us, our fellow Christians, and God in a continuous conversation in
which we can share insight. My artistic ability is a spiritual gift as well as a reflection of
the original Creator of the heavens and the earth. All art derives from the Lord who is the
greatest Artist. I know from the book of Genesis that all things originate from God and
His artistic creation of all things living. I also know that God grants His children
artistic
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ability because he told Moses to appoint Bezalel to design and construct a temple. The
Bible says, “…and I have filled him with the spirit of God, with ability and intelligence,
with knowledge and all craftsmanship, to devise artistic designs…” (Exodus 35:31-32,
English Standard Version).
With the knowledge that God has granted me with the innate desire to create, I
feel led to serve Him by modeling the importance of the arts for my students and
stimulating their own artistic abilities. Educators have demanding positions, which is why
most of them have an underlying reason for choosing this vocation. Carr, Fauske, and
Rushton (2008) make the claim that “Often, the choice of education
as a career is based
on a genuine desire to serve, to make a difference in the lives of children” (p. 7). I
recognize that my desire to be an educator stems from my calling to serve others.
According to Hannay, Kitahara, and Fretwell (2010), “The attributes common in servant
leaders are very similar to those that characterize effective teachers” (p. 5). The concept
of servant leadership intrigues me and I feel that it is what I am called to do and
convicted to do as a Christian educator. This STEAM curriculum that I have formulated
allows me to combine my desire to advocate for the importance of arts education as well
as implement characteristics of servant teaching.
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